Each of the three intervention slots can be customized to accomplish a range of objectives. For example, an intervention slot can be customized as a simple progress monitoring tool that can regularly evaluates a students performance across various math facts (e.g., weekly probes of specific sets of facts). Additionally, the slots can be customized to provide specific types of math supports with selected math facts.
Each of the operations included in the Web App can be customized to deliver an Explicit Timing, a Taped Problems, or a Cover-Copy-Compare intervention. However, teachers should carefully consider their selection of specific settings based on whether the student is working towards initial accuracy or fluency on the selected facts.
When a student is working towards initial accuracy on a set of math facts, students are more likely to benefit from a Cover-Copy-Compare interevention. The Cover-Copy-Compare intervention is a general strategy for supporting students in learning to accurately recall math facts (e.g., 3+9=12). This is not a timed strategy and instead the emphasis is on the student's ability to accurately recall the math fact and avoiding errors.
The Cover-Copy-Compare intervention is a three-step process. First, the student views an assigned fact and covers the math fact in the interface. Second, the student copies the math fact from memory. Third, the student compares the copied math fact to the original math fact. If the student's response is correct, the student can move on to the next math fact (with optional animations for correct responding). If the student's response is incorrect, the student (at default settings) repeats the process until the math fact is accurately recalled.
When a student is working towards fluency on a set of math facts, students are more likely to benefit from an Explicit Timing. The Explicit Timing intervention is a general fluency strategy for supporting students in learning to quicky recall math facts (e.g., 3+9=12) in a set amount of time (i.e., 2 minutes by default). This is a timed strategy and the emphasis is on the student's ability to accurately recall the math fact within a specified time limit.
The Explicit Timing intervention is a two-step process. First, the student views assigned facts and then sequentially engages with the content throughout the time available. Depending on the settings provided, the student can be provided with feedback on their performance in the moment (e.g., pleasing animations if correct, re-presentation of the fact if incorrect) or at the end of the time limit (e.g., a summary of their performance at the end of the time limit). The student's performance is recorded and can be used to monitor the student's progress over time.
The Taped Problems intervention is a newer strategy for supporting students in learning math facts (e.g., 3+9=12) and has elements of both accuracy and fluency-building. The approach consists of math facts that are "pre-recorded" and read-aloud to students. The student is presented with the math fact, but not the answer, and is given the chance to provide the answer before it is read aloud. The delay between the instructional cue and answer is customizable and can be used to support students in learning to accurately recall math facts (i.e., ample time to apply a strategy) or to quickly recall math facts (i.e., put emphasis on more efficient strategies).
The Taped Problems approach has considerable flexibility and can be adjusted to emphasize more of a fluency-based strategy or an accuracy-based strategy.